First, create a rubric, so that your students understand what you want them to look for when they are watching a scene.
I borrowed a word form Bill Ball at ACT in San Francisco: Positation. The point is to teach how to give critiques in a constructive way.
First ask, "What worked?" These need to be observable responses.
- I could hear you clearly
- I liked the interaction and connection with your scene partner.
- The emotional peak was powerful
Second ask, "What needs work?" The point here is that everything needs polish. Again this should be observable for the most part.
- Your articulation was unclear.
- I wish the confrontation moment with your scene partner had been more "all in," you seemed to hold back.
- I wonder what would happen if you tried a more complex emotion that anger,
There are a couple of caveats hear. The respondent can't supplant their artistic impulses for the actors'. "I would have…" Let the artist know that they can except or ignore the comments. That is their prerogative, But the artist being critiqued can't argue; just listen. The only thing that they can verbalize is to ask questions for clarification.
My wife attended a workshop where the presenter suggested that comments be couched in four ways:
- I saw… (the observable)
- I liked… (the positive)
- I wish… (for a change that might improve the performance)
- I wonder… (musings on the performance with an eye to improvement)
I have found these to be valuable. This approach keeps the comments from becoming negative. Interestingly, cooking contests tend to use these techniques.
Two points to remind your students about responding:
- Respondents that merely gush (such as friends and family), are like cheerleaders at the football game. You're not going to ask them the next play.
- Critics are respondents who are more interested in their own cleverness than in actually helping polish the performance.
As teachers and directors we strive to create a safe environment, where students can explore their craft without fear of negative criticism. Negativity crushes the creative spark. Rather we should strive to nurture creativity.
To give you a bit of my background. I have been a professional director and erstwhile educator for 40 years. I have been an adjudicator for almost as long. I currently adjudicate for EdTA's main-stage productions at the International Thespian Festival and am a respondent for the Kennedy Center American College Theatre Festival programs.
I use Positation as an adjudicator/respondent as well as in my directing and in the classroom. I find it teaches how to give constructive critiques as well as how to take comments about the work.
Hope this helps. If you are interested I teach workshops on this. You can contact me at
jvanleishout@gmail.com------------------------------
James Van Leishout
Olympia WA
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Original Message:
Sent: 04-18-2017 23:30
From: Russell Saxton
Subject: Acting Coaching Feedback Prompts
Hi Theatre Teaching Pros,
In a world of rubrics and electronic critiques I'm finding little good old fashioned "Acting Coach Feedback Prompts" to teach Theatre students enrolled in my University Theatre Methods course. I'm discovering my students don't know how to give, oral/written, coaching or constructive criticism to help students actors with the process of improving their work. So, I reach out to you, the professionals. I'm looking for feedback prompts, general critique comments or other resources to assist new Theatre Teachers coaching young actors. Thank you for your response and collective resources.
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Russell Saxton
Theatre Education Professor
Dixie State University
St George, UT
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